Topic and focus of this lesson: Mythology: natural and supernatural; Coexistence of natural and supernatural in the works of literature. Broad goals to which this lesson contributes: Reading for meaning. Literary connections Materials: Howard O'Hagan’s Tay John; Ojibwe Turtle Island Creation story Specific outcomes for this lesson: R and LS: 1.1, 1.2, 1.3, 2.1, 2.3, Agenda:
Reading: Howard O'Hagan, Tay John ( the novel), Part One “Legend”, Chapter Two (pg.17-28)
Reading: The Creation Story Ojibwe Turtle Island
Myths and Legends: construction of a hero, examples from known works of literature of mixing natural and supernatural elements (Circle Talk).
Group work: Discussion and presenting the findings: Why do writers mix natural and unnatural elements in their works?
Key questions:
Why do writers mix natural and unnatural elements in their works?
What do you think will become of Kumkleseem, the boy from Howard O'Hagan book?
In your opinion, what's the importance of the circumstances of Kumkleseem's birth?
Do you know any other literary character whose birth involved supernatural intervention?
What functions do the supernatural forces/characters play in the works of literature
Topic: Character Analysis Topic and focus of this lesson: Extracting the relevant information about characters in the play Broad goals to which this lesson contributes: Reading for Meaning Specific outcomes for this lesson: R and LS: 1.3, 1.4,1.6 Materials: The play; Copies of pages 27-47; 6 scissors, writing paper., pens or pencils; 6 containers/dishes to hold the insult strips Agenda:1. Reading (pg. 18-27) 2. “Dishing it Out” activity (group work, groups of 6) Activity: “Dishing It Out”
Groups of six students
Using the photocopied pages of the play (especially p.38- 47) students identify, either by writing it down on separate strips of paper or by cutting the text, the addressee of each insult and group the insults accordingly
From the collected insults and other text evidence, students describe each character of the play
Homework: Reader's Response:
In your opinion, what’s the importance of using insults in this play?
Do all insults have harming effects on the individual?
Are there any situations that using insults would have a constructive function?
Write an answer to one of the questions above or write your own reflection on how negative feedback may contribute to the way we create an image of a person (someone else's or your own) We typically learn about characters from “what they say, what others say about them and what they do”. Due: Next day
Lesson 8: Victimization & Voice
Topic and focus of this lesson: The richness of verbal and non-verbal expression in a work of literature; Zha's speech about rape. Broad goals to which this lesson contributes: Understanding Form and Style; Reflecting on Skills and Strategies Specific outcomes for this lesson: R and LS: 1.4, 1.8, 2.2, 2.3, 4.1, 4.2 Materials: the play (pg.47-48) Agenda:
Group presentations of ‘Dishing It Out’ Activity (each group presents one character)
Reading Zha's rape speech by the teacher; one of the students reads stage directions for Nanabush
Circle Talk on the meaning of verbal and non-verbal expression in this part of the play.
Reflecting on own reactions to the scene.
Rubrics for the Reader's Response Assignment.
Key questions: (coaxing through Socratic questioning)
What does Nanabush do during Zha's speech?
Why Zha is not able to express her own pain?
Does Zha realize the gravity of the white boys' action?
What is the meaning of the playwright's choice to portray the painful experience in both verbal and non-verbal way?
Who does the rape of Zha affect?
What does the rape symbolize?
Homework:
Reader's Response Topics:
How does Tomson Highway construct the rape of Zha as a double victimization (Native and mentally disabled)? Other than personal harm suffered by Zha, what else does the rape illustrate?
Analyze the fight scene in the store in the view of power shifting from balanced to unbalanced (Imbalance of power and the urge to subdue another person are at the root of violent acts)
Recorded oral reflection: Myths, legends, fairy tales, stories: natural and supernatural in human life; creating of a hero figure.
Due: Friday (2 days)
Lesson 9: Read & Work Period
15-20 min of whole class reading p 48-60( Marie Adele speaks to Veronique to the end of Act One)
10 min of reading discussion questions during or after the reading
10-15 min to discuss a pair presentation assignment in a television/radio format on the following topics ( details in assignments sections)
5 min to go over expectations through class discussion of teacher evaluated presentation rubrics and the peer evaluations to be used during assessment in Lesson 10
Address any concerns about the rubric, clarify expectations and perhaps change assessment criteria with students
Remainder of class for students to work on the radio/television interview presentations
Lesson 10: Presentations
5 min to hand in reading responses from Lesson 8
60 min of pair television/ radio presentations
10 groups for a maximum of 4 min = 40 min of presentations
20 min for discussion/comments during the presentations
Students will be instructed to conduct peer evaluations during the presentation- which will be handed in at the end of the class, marked for completion, recorded and given back for their own notes
As audience members, students will be responsible for individually commenting on each presentation with some remarks about themes, acting choices or critiques
After each pair presentation , time will be given to discuss and to fill out peer-evaluation
Lesson 6:Myths as a Another Narrative Form
Topic and focus of this lesson: Mythology: natural and supernatural; Coexistence of natural and supernatural in the works of literature.Broad goals to which this lesson contributes:
Reading for meaning. Literary connections
Materials: Howard O'Hagan’s Tay John; Ojibwe Turtle Island Creation story
Specific outcomes for this lesson: R and LS: 1.1, 1.2, 1.3, 2.1, 2.3,
Agenda:
- Reading: Howard O'Hagan, Tay John ( the novel), Part One “Legend”, Chapter Two (pg.17-28)
- Reading: The Creation Story Ojibwe Turtle Island
- Myths and Legends: construction of a hero, examples from known works of literature of mixing natural and supernatural elements (Circle Talk).
- Group work: Discussion and presenting the findings: Why do writers mix natural and unnatural elements in their works?
Key questions:- Why do writers mix natural and unnatural elements in their works?
- What do you think will become of Kumkleseem, the boy from Howard O'Hagan book?
- In your opinion, what's the importance of the circumstances of Kumkleseem's birth?
- Do you know any other literary character whose birth involved supernatural intervention?
What functions do the supernatural forces/characters play in the works of literatureLesson 7: " She said what?!"
Topic: Character AnalysisTopic and focus of this lesson: Extracting the relevant information about characters in the play
Broad goals to which this lesson contributes: Reading for Meaning
Specific outcomes for this lesson: R and LS: 1.3, 1.4,1.6
Materials: The play; Copies of pages 27-47; 6 scissors, writing paper., pens or pencils; 6 containers/dishes to hold the insult strips
Agenda:1. Reading (pg. 18-27) 2. “Dishing it Out” activity (group work, groups of 6)
Activity: “Dishing It Out”
- Groups of six students
- Using the photocopied pages of the play (especially p.38- 47) students identify, either by writing it down on separate strips of paper or by cutting the text, the addressee of each insult and group the insults accordingly
- From the collected insults and other text evidence, students describe each character of the play
Homework: Reader's Response:- In your opinion, what’s the importance of using insults in this play?
- Do all insults have harming effects on the individual?
- Are there any situations that using insults would have a constructive function?
Write an answer to one of the questions above or write your own reflection on how negative feedback may contribute to the way we create an image of a person (someone else's or your own)We typically learn about characters from “what they say, what others say about them and what they do”.
Due: Next day
Lesson 8: Victimization & Voice
Topic and focus of this lesson: The richness of verbal and non-verbal expression in a work of literature; Zha's speech about rape.Broad goals to which this lesson contributes: Understanding Form and Style; Reflecting on Skills and Strategies
Specific outcomes for this lesson: R and LS: 1.4, 1.8, 2.2, 2.3, 4.1, 4.2
Materials: the play (pg.47-48)
Agenda:
- Group presentations of ‘Dishing It Out’ Activity (each group presents one character)
- Reading Zha's rape speech by the teacher; one of the students reads stage directions for Nanabush
- Circle Talk on the meaning of verbal and non-verbal expression in this part of the play.
- Reflecting on own reactions to the scene.
- Rubrics for the Reader's Response Assignment.
Key questions: (coaxing through Socratic questioning)- What does Nanabush do during Zha's speech?
- Why Zha is not able to express her own pain?
- Does Zha realize the gravity of the white boys' action?
- What is the meaning of the playwright's choice to portray the painful experience in both verbal and non-verbal way?
- Who does the rape of Zha affect?
- What does the rape symbolize?
Homework:Reader's Response Topics:
Due: Friday (2 days)
Lesson 9: Read & Work Period
Lesson 10: Presentations
Week 1
Week 3
Week 4